The document summarizes the NEST (Nurturing Excellence in Student Teachers) project at Galway-Mayo Institute of Technology. The project is a voluntary student teacher training program that aims to develop mentoring, leadership, and reflective practice skills. It discusses the structure and goals of the program, feedback from participants, areas for improvement, and plans to further develop the program including using technology to enhance reflective practice and communication.
2. The NEST PROJECT researchers wish to thank:
Mr. Dermot O Donovan, Head of Department, GMIT
Letterfrack, for facilitating the NEST pilot research (2010-
2011) and for mainstreaming the NEST project (2011-2012);
The Design and Technology Education Student Teachers,
GMIT, Letterfrack, for their engagement with NEST action-
research, and their constructive critique of NEST;
Ms. Pauline Clancy, Counselling Services, GMIT, who provided
NEST Leadership Training for NEST Leaders.
8. Facilitate meetings Work to targets
Provide model samples Provide sample work
Set targets for review
Respond to feedback
Critique work
Produce a highly
Provide feedback professional TP folder
Encourage/challenge Liaise with leaders
Motivate participants while on TP
Facilitate reflection Reflect on learnings
LEADERS PARTICIPANTS
10. The GMIT mentoring model is
rooted in Lev Vygotsky’s
model of social constructivist
teaching and learning:
Scaffolding
ZPD
Modelling
Image 3
11. LEADERS
Provide support & solidarity
Facilitate the management
of learning
◦ Establish timelines
◦ Target setting
◦ Review progress
◦ Encourage & challenge
◦ Model best practice
Motivate peer learners
Image 4
12. Leaders are provided with Leadership Training by a
trained facilitator;
This training is further enhanced in parallel
modules, which explicitly explore:
◦ Leadership styles
◦ Leadership theories
◦ Group dynamics
◦ Reflective Practice
13. NEST participants reflect on personal growth,
learning, and challenges, in relation to the planning
for School Placement.
Image 5
14. NEST Leaders facilitate the professional development
of peers in the areas of:
Schemes of Work
Lesson Plans
Teaching Resources
Teaching Methods
Teaching Strategies
Professional Portfolios
15. NEST leaders facilitate Teacher Competence in the
areas of:
Professional Resources
Classroom Management
Effective Teaching Tips
Subject Specialist Support
Reflective Practice
Image 6
16. NEST NEST
NURTURING EXCELLENCE IN STUDENT TEACHERS NURTURING EXCELLENCE IN STUDENT TEACHERS
NEST is a Galway-Mayo Institute of Technology (GMIT) voluntary NEST is a Galway-Mayo Institute of Technology (GMIT) voluntary
student-teacher training programme aimed at developing the skills of student-teacher training programme aimed at developing the skills of
mentoring, leadership and reflective practice. mentoring, leadership and reflective practice.
This is to certify that
This is to certify that This is to certify that
This is to certify that
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has successfully completed a twelve week training programme as a
has successfully completed a twelve week training programme as a has successfully completed a twelve week training programme as a
has successfully completed a twelve week training programme as a
NEST LEADER. NEST LEADER.
NEST PARTICIPANT.
NEST LEADER.
Signed Date Signed Date
.................................... .................................... .................................... ....................................
Dr. Pauline Logue Collins
Dr. Pauline Logue Collins Module Leader- Education
Module Leader- Education
LEADERS PARTICIPANTS
17. AIM:
◦ To establish the overall effectiveness and viability
of the NEST project.
OBJECTIVES:
◦ Critical assessment of the development of
professional, peer mentoring, and leadership and
reflective practice skills in all NEST participants;
◦ An analysis of the effectiveness of NEST reflective
practice methods.
18. ACTION
RESEARCH
INDIVIDUAL FOCUS
INTERVIEWS GROUPS
19. Forty individual questionnaires with NEST research
participants, conducted both prior to and
subsequent to their School Placement (January to
February 2011);
Two focus groups, post School Placement, 2011;
one with NEST leaders and the other with non-
leader participants.
20. MENTORING
LEADERSHIP
SKILLS
SKILLS
REFLECTIVE
PROFESSIONALISM PRACTICE
21. NEST was considered to NEST requirements were
have great future very time consuming;
potential; The diary method of
The majority of reflection proved
participants benefited ineffective;
significantly; Convening meetings
The opportunity to while on School
develop leadership & Placement was often
mentoring skills was problematic;
strongly appreciated; Some pairs were
dysfunctional;
Certification was NEST was seen to be
considered useful for liminal within the Degree
employment purposes. Programme.
Benefits Challenges
23. Further development of NEST;
Mainstreaming NEST- locating it within the official
timetable & NEST reflections into lesson rationales;
Restructuring NEST pairs into NEST groups, in order
to maximize collaborative learning;
Explore a variety of technological tools, to enhance
NEST reflective practice & communications;
◦ Skype, Google+, Dropbox, e Mail, Instant Messaging, etc.
The NEST Project research was conducted in GMIT Letterfrack. For anyone who may be unfamiliar with GMIT Letterfrack, it is located in the West of Ireland, in Letterfrack village, Connemara. The campus is a Centre of Excellence for Wood Technology. The teaching degree (a BSc Hons, Degree Programme, Design & Technology Education) trains teachers for second level in the subjects of materials Technology (Wood), Technical Graphics, Construction Studies & Design and Communications Graphics.
NEST is a peer mentoring project for student teachers, in GMIT, Letterfrack;NEST voluntary leaders mentor peers, in the context of School Placement preparation;The term NEST is an acronym for:
Being a single case study- of GMIT Letterfrack- the sample pool was unavoidably small: a total of 39 participants in the academic year 2010-2011; and 42 this academic year. Leaders, who are volunteers, and who have successfully completed their first Teaching Practice mentor students who are preparing to go on School Placement for the first time.
Let us examine each in turn...
2010-2011: Traditional diary reflections and group reflections were facilitated by the module leader;2011-2012: Reflections are currently on the MOODLE forum:One reflection per week in response to the Module Leader question;Reflection of 500 words;Evidence of problem solving & reading (literature).
Action-Research: Integral to The NEST PROJECT is action-research based on the cycle of the academic year;Qualitative research methods are employed in NEST, given the small research pool (42 students);Individual interviews & focus groups were the methods adopted in Cycle One of Nest research (2010-2012), which is the focus of this current research paper and presentation.
An unexpected outcome of NEST was that students spontaneous employed a variety of technological tools for reflection purposes in the interests of efficiency, which in turn stimulated staff to engage in training in the field of educational technology - namely TEL.
As a postscript, since its pilot phase (2010-2011) a number of suggested recommendations identified in this research have been implemented, including: all Teaching Practice students are now given the opportunity to participate in the NEST project, which is formally timetabled; leaders are required to have a minimum of a 2.1 honours grade in Teaching Practice 1 to be eligible as mentors- a measure to secure quality assurance; the traditional diary method of reflection has been replaced by the flexible use of digital media, as agreed within NEST groups; further leadership training has been provided for NEST leaders by an expert in the field; Nest groups have replaced NEST pairs, allowing for greater flexibility and offsetting of potential personality clashes, and NEST reflections will be integrated more intentionally into Teaching Practice lesson plans (specifically the lesson rationale) and post lesson appraisals in the academic year 2011-2012.In response to this finding, GMIT management facilitated the integration of NEST into the official timetable in its second phase of action research (2011-2012) thereby mainstreaming the project. Students welcomed this development, as well as an integrated cross curricular approach to NEST spanning Teaching Practice and other education modules. The benefits of NEST were clearly identified by all parties; non leader participants highlighted the fact that they were gaining guidance and formative feedback from leaders whom they respected (being candidates that had successfully completed Teaching Practice previously), and leaders saw future potential career benefits in having obtaining training and practice in mentoring and leadership skills. Participants (particularly leaders) generally valued receipt of certification upon completion of the project, given that it was a non-accredited programme.